The Definitions and Challenges of Ebd

The number of students being diagnosed with or suspected of having an Emotional/Behavioral disability is rapidly increasing, especially for African-American students and in students at younger ages. The U.S. Department of Education reports that an African American child is one and a half times more likely to be placed in a classroom for children with emotional disturbances than a White child (Children’s Defense Fund, 2011). I have observed that many of these students are often disengaged during literacy instruction. As a result, these students present literacy inadequacies in addition to behavioral challenges. Incorporating culturally responsive pedagogy and interventions across all content areas increases a student’s ability to comprehend texts. In addition to implementing research–based academic instruction, cultural instructional modifications, adequate teacher preparation for teaching EBD students, engaging classroom behavior management for teachers of students with Emotional/Behavioral disability, contribute to the literacy growth of EBD students.

-Students are working in groups with different levels of understanding. Their peers will mentor them and hold them accountable to their work.

EE107’s teachers referred EE107 to the Determination Team. EE107 was retained once in kindergarten and placed in a transition classroom for a portion of her 4th grade year. She currently receives math and reading interventions. However, she is not responding to the interventions based on progress monitoring data. Thus, the Determination Team has requested a comprehensive evaluation of EE107 to assist the team in determining whether or not she would qualify for assistance through the Exceptional Children’s program.

Students with EBD have the poorest outcomes compared to their typical peers and other students with disabilities (Kauffman & Landrum, 2012; Wagner & Cameto, 2004; Villarreal, 2015). These students have low academic achievement in school that directly affects their life outcomes. Several dropout of school and others end up in the juvenile system (Kauffman & Landrum, 2012; Wagner & Cameto, 2004). Research has indicated the school to prison pipeline is a trend with students identified with EBD due to the lack of engagement in school, poor relationships, and high suspension rate (Tobin & Vincent, 2011; Wagner & Cameto, 2004). Due to the poor relationships students with EBD develop with peers and teachers directly effects their outcomes (Kauffman

These students have normal and sometimes above normal intelligence but they struggling with problems that hinder them from learning and progressing like other students. More recently it is thought that a student with learning disability could show one of more than 500,000 combinations of cognitive or socioemotional problems (Heward, 2010). Learning disabilities cause students to struggle with so many things in school such as academics, emotions, and socializing and learning disabilities also cause students to have problems away from school. Students with learning disabilities may experience problems with learning to read or comprehend what they read, learning to do math or develop mathematical reasoning, learning vocabulary, spelling or the written language, and learning to get along with others and exhibit appropriate social skills. They may also have problems with paying attention, hyperactivity, and sometimes behavior,

During the 2012-2013. 2013-2014, and 2014-2015 school years, the Student passed the State of Texas Assessments of Academic Readiness. After reviewing all of the evidence, it was finally concluded that the Student did not need to receive special education services. The argument the Students parents were making was that ECISD did not evaluate the Student for an IDEA disability. However, the Respondent’s evaluation and application was done in agreement with the IDEA. Evidence also showed that the Student did receive educational benefits from the school’s regular education

Thomas is a high school student who has been suspended for getting upset in class, yelling at other students, and cursing at teachers and other staff members. Thomas is on an Individualized Education Plan (IEP) for and emotional disability. During the IEP process, Thomas’s team created a Behavior Improvement Plan (BIP) using the results from a Functional Behavioral Analysis (FBA). As the year progressed, Thomas’s cumulative days of suspension reached ten days and he therefore needed a manifestation determination meeting to determine if his behaviors were because of his identified disability.

IEP’s and 504 plans require school districts to evaluate and identify students with disabilities, at the college level students must be self-advocates and are responsible for disclosing their disability (Oertle’ & Bragg, 2014, p. 61). When a student neglects

In 2006, the U.S. Department of Education Office for Civil Rights reported that African American students represent 17.13% of the total public school population while they account for more than 26% of the children served in special education classrooms (Banks, J. j., & Hughes, M. S. 2013). Across all ethnic groups, African American students are at the highest risk of being placed in special education (Harry & Klinger, 2006). According to researcher Banks, once labeled as having a learning disability, African American students are less likely to be given the opportunity to be tested out of the remedial classes. (Banks, J. j., & Hughes, M. S. 2013)

In order for a student to be diagnosed for any disability, there is a process that involves many people that are important in the child’s life. The school must conduct tests that measure the child’s academic success in the classroom, as well as tests that measure IQ (Wechsler Intelligence Scale for Children), work samples, developmental history (usually get this information from the parents), physical exams (vision, hearing etc.), psychological tests, adaptive skills (BASC) and other areas as needed. Testing is usually done by professionals from various disciplines. In order to qualify for special education services under IDEA, the disability must impact the child’s ability to be academically successful (IDEA, 2004).

The mandate to provide a free and appropriate education for children regardless of disability and to provide that education in a regular classroom whenever possible, effectively striped educators of the authority to transfer or suspend any student classified as needing special education. This would not have been an issue if it only included the wheelchair bound or blind students who we typically think of as disabled. However, over the past few decades, the increasing number of children classified under the disability categories of Learning Disabled and Emotional Disturbance has shot up. Not so long ago, these children were called “unmanageable” or “antisocial.” Now, part of the definition of emotional disturbance is “an inability to build or maintain satisfactory interpersonal relationships with peers and teachers.” Often teachers and principals will refer children with an emotional disturbance to special education classrooms perhaps because they see the mandated state and federal money, at the very least, as a promise to help the neglected and damaged population of children beset with social and emotional problems. It could be that

According to Villalba, Latus, Hamilton, and Kendrick (2005), the Individuals with Disabilities Education Act (IDEA) mandates all students in special education classes must be provided with counseling services as part of their right to a free and appropriate education (FAPE). Furthermore, the act mandates those students in special education classes who display inappropriate behavior must have a functional behavior assessment (FBA) on their record, which is developed by a team of school providers, including counselors, and used to create and implement a behavioral intervention plan (BIP).

Collaboration among all stakeholders - administration, faculty, staff, parents, and students is essential for student achievement. The strategies and action steps in place all require the effort

The modern classroom has many challenges that face it. Shrinking budgets, less parental involvement, higher expectations, and growing class sizes, just to name a few. If this list was not daunting enough you also have the special needs students that have an array problems in your classroom that need specialized attention, lessons and seating. There are many forms of diverse learners from students who suffer from ADHD to physical disabilities to students with autism to ones that are bullied in school. There are so many things going on in our students lives we sometimes forget they have lives, pressures and disabilities that affect their performance and attitude in our class that have a profound impact on how they learn. For this paper I

According to the Individuals with Disabilities Education Act, students with disabilities should be placed in a “least restrictive environment.” One of the main ideas of this act was to improve the learning experiences of students with disabilities by giving them learning opportunities outside of a special education classroom. The number of students with disabilities being placed in their general education classrooms is increasing more and more each year. The U.S Department of Education’s 27th annual report to Congress on the implementation of The Individuals with Disabilities Education Act (2005) indicates that the number of students with disabilities in general education classrooms has risen to almost 50 percent. This is about a 17 percent increase from the 1997 U.S